Guiding Principles of Science Instruction:

  • Science instruction should be three-dimensional, implementing the science and engineering process standards and applying the cross cutting concepts to deepen understanding of core ideas. (NSTA, 2019)
  • Science instruction should foster independent thinking, reasoning, and problem-solving.
  • Standards-based instruction accelerates student gains.
  • Students construct scientific knowledge through exploration, discussion, and reflection.
  • Teachers are facilitators of student learning, as they engage students in rich tasks. Administrators are change agents and have the power to create and to support a culture of scientific inquiry.
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Select one Content Area or High School course at a time.
Search for key words within each standard's description.
Standard Grade Area/Subject Description
1.E.1

1

Engineering Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.
1.E.2

1

Engineering Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.
1.E.3

1

Engineering Analyze data from the investigation of two objects constructed to solve the same problem to compare the strengths and weaknesses of how each performs.
1.ESS.1

1

Earth and Space Science Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1.ESS.2

1

Earth and Space Science Observe and compare properties of sand, clay, silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter as components of soil samples.
1.ESS.3

1

Earth and Space Science Observe a variety of soil samples and describe in words and pictures the soil properties in terms of color, particle size and shape, texture, and recognizable living and nonliving items.
1.ESS.4

1

Earth and Space Science Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment
1.LS.1

1

Life Science Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
1.LS.2

1

Life Science Develop a model mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Explore how those external parts could solve a human problem.
1.LS.3

1

Life Science Make observations of plants and animals to compare the diversity of life in different habitats.
1.LS.4

1

Life Science Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
1.PS.1

1

Physical Science Characterize materials as solid, liquid, or gas and investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties).
1.PS.2

1

Physical Science Predict and experiment with methods (sieving, evaporation) to separate solids and liquids based on their physical properties.
1.PS.3

1

Physical Science Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1.PS.4

1

Physical Science Make observations to collect evidence and explain that objects can be seen only when illuminated.

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